Goldman Fristoe Case Study

The participants consisted of 43 preschoolers with verbalization and sound disorders between the ages of four and five. The participants were selected through clinical recommendations in upstate New York from May 2007 to April 2008. Children were primarily from middle

Ava Bracciante, an eight year-one month old female, who has been attending Lehman College Speech and Hearing Clinic since spring 2014 due to parental concerns regarding her articulation. She is currently attending the clinic once a week for 50-minute sessions. Ava’s parents, Mr. and Mrs. Bracciante, provided the case history report and stated that Ava received a speech-language evaluation at the Ampark School in 2014. The evaluation revealed gliding of the lingua-palatal rhotic /r/ and vocalization of the rhotic diphthong /ɚ/; her intelligibility was not compromised; therefore, she did not qualify for services. Mrs. Bracciante reported that she has seen an improvement in Ava’s speech and is an active participant to her progress.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Sam is an adopted child. Quite early on his adoptive parents had concerns about his speech and language. They noticed he uses very few single words and is very reluctant to communicate with anyone. Initially they thought he is feeling shy or taking time to adjust to new environment but Sam started having more tantrums. They were worried about his communication and ability to cope at nursery school. He was referred to the Speech and Language Therapy Service when he was two years old.

I completed my undergraduate and graduate studies at Western Michigan University. During this time, I accumulated over 260 clinical hours assessing and providing treatment to preschool and elementary-aged children with speech and language disorders. This has prepared me to be a qualified candidate for this position. At Richland

As a result of his delay in speech and language skills, Joshua will receive Speech therapy as one of his early childhood intervention services. Joshua is 3.8 years old performing at 3.1 years old. In addition, Joshua’s expressive language skills are at a 2.9-year level. Joshua exhibits difficulty with age appropriate concepts, expressive and receptive language skills, vocabulary and maintaining focus. Furthermore, Joshua’s speech intelligibility is poor to fair, which negatively impacts his social language skills especially in a large group setting. According to the Speech and Language Chart (2nd Ed.) children from 2 ½ -3 years old should have speech intelligibility of approximately 80%. Joshua speech is judged to be more than 33% delayed.

As you are aware, this office represents Gerry and Mary Goldman in this matter. Please note that our clients have informed us that you have contacted them directly without this office’s permission by serving them with your Notice of Videotaped Discovery Depositions, which you signed. As you are also aware, your direct contact with our clients is improper. Please do not contact my client directly unless you receive instruction from this office to do so.

Natural speech is currently not function for S.S.’s communication. S.S.’s lack of social speech as well as poor intelligibility make it difficult for S.S. to communicate. S.S. has limited vocalizations and when she does vocalize, it is very difficult to understand. With her natural speech, S.S. cannot effectively say what she wants to say. S.S. has been in speech therapy to date since she was 12 months old. Speech therapy has been unsuccessful as no progresses has been made to her speech however moderate improvements were made to her langue and cognition. S.S. cannot meet daily communication needs using natural modes of communication.

The child featured in the video exhibits the first example of early language development at 56 seconds, when the child says “wif” instead of the correct adult form of with. This error falls into the phonological acquisition level. The child substitutes the sound [θ] (theta) for the sound [f]; therefore, she has made a substitution error. She cannot produce

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

Janice, an 11-month-old female, was born premature at 32 weeks gestation at a very low birth weight of 3 lbs. 2 oz. She is currently in the prelinguistic stage of development, which is from birth to 18 months. There are a number of areas to consider when planning an assessment for this child. One area that should be assessed is hearing, especially since she is at higher risk of hearing loss due to her premature birth, very low birth weight, and intubation in the NICU. Moreover, should a hearing loss be present, Janice’s language development would be impacted because she would not be hearing language around her, nor her own prelinguistic vocalizations. Her hearing can be tested by conducting a hearing screening and, if needed, referring the

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.